Abstract
The aim of this study is to develop a conceptual model of teaching practicum for systematic understanding of the phenomenon of the teaching practicum and the efficiency of its operation. In this study, the core elements of a teaching practicum were derived through literature analysis. First, the 'phase' of teaching practicum, second, the 'type' of teaching practicum, and third, the 'support system' for teaching practicum . The researchers developed a 3D teaching practicum concept model using these three elements as the three axes of the model. The conceptual model-of-teaching practicum developed in this way was validated by an opinion survey undertaken by two groups of experts. The expert opinion survey was conducted with a group of 20 university professors and 13 professional teachers. As a result of analyzing the survey data, the CVR value was analyzed to be 0.42 or higher in the 1st expert group (professor group) and the CVR value above 0.62 in the 2nd expert group (13 professional teachers). As a result, the conceptual model of teaching practicum developed in this study was verified and the dimensions, sub-elements, and definitions of each were valid. The conceptual model-of-teaching practicum created through a theoretical approach can be used as basicdata for systematic understanding and efficient operation of the phenomenon of the teaching practicum.
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